Suchergebnisse

United States participation in international politics during the period between the two world wars, come not only from the general and often declarative interest in peace, but was also a consequence of extremely rapid expansion of their foreign trade and overseas capital investments. It was a period of intense financial diplomacy, when efforts to maintain the gold standard, to determine the amount of reparations and the manner of payment of war debts, brought confusion not only in relations between victors and vanquished, but also in relations between the United States and its former European allies. Abandonment of the gold standard and the creation of the tripartite agreement between the United States, Britain and France, in the 1936, was a milestone in the development of international monetary cooperation and the role of United States in international economic relations. .

After the Lisbon Treaty has entered into force, the process of concluding treaties between the EU and third countries or international organizations has sustained significant changes. The most important procedural novelty is the establishment of the ordinary procedure that covers almost all agreements the EU concludes with third parties. Under the Lisbon Treaty, this procedure involves a number of stages: negotiations, signing the agreement, and decision to conclude the agreement. For agreements whose subject matter exclusively or predominantly falls into the domain of common foreign and security policy, there are several derogations from the uniform rules of the ordinary procedure. The same provision of the founding treaty regulates the procedures for amending and suspending the agreement in force, as well as the judicial control procedure of those agreements that are yet to be concluded. The ordinary procedure does not cover two subject-specific proceedings pertaining to relatively narrow areas of EU action. More specifically, they refer to the conclusion of agreements in the area of common trade policy and agreements on the exchange rate of the Euro against the currencies of non-member states. The exclusion of trade agreements is probably the result of the differences that still exist in the division of competencies between the Member States and the EU regarding trade in the area of some services. On the other hand, the enactment of a special procedure for agreements on the Euro exchange rate in relation to the national currency rates of third countries stems from the need to ensure the Union's unique position in this field. On the institutional level, the most important actors in the process of concluding EU agreements are the Council, the Commission and the European Parliament. The Council has retained the central role in all types of treaty procedures, and it decides on essential issues related to the course and outcome of the process. The Commission has retained the major role in initiating and negotiating the agreements, but it is no longer the exclusive initiator and negotiator in the agreement process. Namely, depending on the subject of the treaty, new entrants in that role are the High Representative for Foreign Affairs and Security Policy, and the European Central Bank. The European Parliament has strengthened its position in the procedure for concluding EU agreements and can, therefore, be considered the largest 'net' winner of the Lisbon Treaty reform. This is partly due to its new role in the course of negotiations, which implies the right to be immediately and fully informed about all stages of the proceedings, but to a much greater extent it refers to the powers that this body has in the final stage preceding the conclusion of the agreement. Finally, the EU Court of Justice has an important role in this process; its task is to control the compliance of the EU agreements with the founding treaties prior to their conclusion.

Local self-government units are key cells of every country's development, pervading deeply needs and interests of local community members, the citizens of a state, who are considered to be the key factor in survival and development of a community. No successful democratic society can be achieved without a good and effi cient local self-government. For that reason, a special attention needs to be brought to the issue of local self-government units. In Bosnia and Herzegovina, there is a fragmented system of local self-governmentmunits at entity level, with a very low degree of mutual cooperation, which greatly complicates and hinders the functioning of local self-government units at the state level. There is no unity in regulation and compliance of local self-government units functioning, at the state level, with the European Charter of Local Self-Government, or the documents of the Council of Europe, which is at odds with the aspirations of our country in the process of Euro-Atlantic integration with the rest of Europe.

Diskriminacija kao česta pojava na ovim prostorima jedan je od najozbiljnijih problema sa kojima se susreću pripadnici i pripadnice marginalizovanih grupa. Netolerantnost društva u kome živimo dodatno otežava proces borbe protiv nje. Sistemska rešenja državnih institucija po pitanju koncepta antidiskriminacije, godinama nisu postojala. Veliko zalaganje pojedinih nevladinih organizacija kao i usmerenost ka evropskim integracijama, doprineli su da tokom nekoliko poslednjih godina, pomalo stidljivo i diskretno koncept antidiskriminacije počne da se ugrađuje i u ciljeve i strategiju naše države. Inkluzivni pokret u svetu nastaje sredinom prošlog veka ključna ideja formulisana je još 1948. godine u Univerzalnoj dekleraciji o ljudskim pravima a zatim 1989 u Konvenciji o pravima deteta. Kasnije se ovaj okvir razrađuje u drugim dokumentima Ujedinjenih nacija i nizu drugih međunarodnih dokumenata, u kojima su formulisane strateske smernice i standardna pravila izjednačavanja položaja marginalizovanih i isključenih grupa, posebno u pogledu ostvarivanja prava na obrazovanje. ; Discrimination, which can frequently be seen in this region, is one of the most austere problems being faced by the members of both genders of marginalized groups. The intolerance of the society we live in additionally procrats the process of fighting against it. Systematic solutions from state institutions related to the concept of anti-discrimination have not existed for years. Great efforts from certain nongovernmental organizations as well as their focus on European integrations have contributed in the last couple of years to shy and discreet embedding of antidiscrimination concept into the goals and strategies of our country. The inclusive movement in the world originated in 1950s while the key idea was formulated as early as 1948 in the Universal Human Rights Declaration and then in 1989 in the Convention on Children's Rights. Later, this frame has been elaborated in other United Nations documents and in numerous other international documents ...

Корупција представља један од најопаснијих фе- номена савременог друштва. Уткана у поре готово свих држава, институција и система у већој или мањој мери, као таква зас- лужује да буде предмет истраживања. Карактеристике коруп- ције указују на препознатљив облик коруптивног понашања, док узроци усмеравају пажњу на извориште проблема, усмеравајући ограничене ресурсе на превентивно уместо на, помало застарело, репресивно поступање. Фактори корупције, који су многобројни, ограничени су на оне који су препознати као најзначајнији и ујед- но највећи катализатори развоја корупције. Благовременим фоку- сирањем на факторе корупције омогућује се ажурирање постоје- ћих и проналажење нових механизама којима се корупција може умањити на ниво који омогућава функционисање владавине права и демократског државног уређења. Као земља која је прошла перио- де рата и транзиције, и која је и даље на свом развојном путу, Ср- бија представља одлично тле за доношење закључака о ваљаности постојећих и проналажењу нових антикорупцијских мера. ; Corruption is one of the most dangerous phenomena of modern society. Woven into the pores of almost all states, institutions and systems to a greater or lesser extent, it deserves as such to be the subject of research. The characteristics of corruption indicate a recognizable form of corrupt behavior, while the causes direct attention to the source of the problem, directing limited resources to preventive rather than, somewhat outdated, repressive behavior. Factors of corruption, which are numerous, are limited to those that are recognized as the most important and at the same time the biggest catalysts for the development of corruption. Timely focusing on the factors of corruption enables the updating of existing and finding new mechanisms by which corruption can be reduced to a level that enables the functioning of the rule of law and a democratic state system. As a country that has gone through periods of war and transition, and that is still on its development path, Serbia is an excellent ground for finding conclusions about the validity of existing and finding new anti-corruption measures.

U radu ćemo predstaviti karakteristike nastave retorike kao obaveznog izbornog predmeta u devetom razredu osnovne škole u Sloveniji. Ovaj predmet predstavlja jedinstveni obrazovni element jer u drugim evropskim obrazovnim sistemima (kao ni i drugde u svetu) nisu na osnovnoškolskom nivou upoznati s nezavisnim predmetom koji bi učenike sistematski učio principima uspešnog ubeđivanja sagovornika. Nakon kratkog predstavljanja okolnosti uvođenja predmeta retorike u školski program slovenačkih osnovnih škola, predstavićemo njegove pedagoške karakteristike i ukazaćemo na neke specifičnosti njegovog praktičnog sprovođenja od 1999. godine do danas. Glavni fokus u drugom delu našeg rada biće predstavljanje rezultata projekta "Razvoj teorijskih osnova i praktičnih smernica za nastavu retorike u osnovnoj i srednjoj školi" koji se od 2018. godine realizuje u Pedagoškom institutu u Ljubljani. Prikazaćemo osnovne (sadržajne i didaktičke) pravce razvoja nove verzije nastavnog plana i programa za nastavu retorike u osnovnoj školi. Ovim nastojimo da pokažemo kako retorika, kao sastavni deo osnovnog obrazovanja, ne predstavlja dodatni balast ili teret, već da, upravo zbog svojih jedinstvenih (tj. klasičnih) karakteristika, omogućava kritički osvrt na znanje i podstiče demokratske procese u školskoj sredini, što predstavlja jedan od ključnih elemenata razvoja učeničkih kompetencija za efikasno učešće u savremenim demokratskim kulturama. ; In the paper, we shall present the characteristics of teaching rhetoric as a compulsory elective subject in the ninth grade of elementary school in Slovenia. It represents a unique education feature, since in other European educational systems (as well as elsewhere in the world) at elementary level they are not familiar with an independent subject where pupils could systematically learn the principles of successful public persuasion. After a brief presentation of the circumstances surrounding the placement of the subject of rhetoric in the Slovenian elementary school curriculum, we shall outline its pedagogical characteristics and present some particularities of its practical carrying out from 1999 to the present day. The main focus in the second part of our paper shall be the presentation of the results of the project "Developing of theoretical bases and practical guidelines for teaching rhetoric in the primary and secondary school" which has been taking part at the Educational Research Institute Slovenia from 2018. We will demonstrate the main (content and didactic) directions of developing a new version of the curriculum for teaching rhetoric in the primary school, thus trying to show that rhetoric, seen as an integral part of the elementary education, does not represent an additional ballast or burden. On the contrary, precisely because of its unique (i.e. classical) features, it enables a critical reflection of knowledge and promotes democratic processes within the school environment, which represent one of the key elements in development of student competences for effective participation in modern democratic cultures. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The modern state administration and its bodies and special organizations should act in the field of the rule of law. It is a term that originates from the Anglo-Saxon legal world, but it is also a category and a principle of the Constitution of Serbia from 2006. The paper points out the different understandings of the rule of law and briefly looks at the position of the administration or the phase in its historical course until its subsumption under the principle of legality. In Serbia, state administration bodies consist of ministries, administrative bodies within the ministry and special organizations. Administrative or special organizations are formed by the state in order to perform professional and related administrative tasks. In order to permanently and unhinderedly perform the professional work of these organizations, they can act authoritatively. Special organizations have numerous and diverse administrative powers. The paper points out both the similarities and differences of special organizations in relation to administrative bodies. A review of the activities and organizational structure of all special organizations (secretariats, institutes, directorates and one center) established by the Law on Ministries from 2020 was performed. It was also pointed out that all institutes: the Republic Institute of Statistics, the Republic Hydrometeorological Institute, the Republic Geodetic Institute and the Intellectual Property Institute are special organizations that provide services to interested parties. In one part of the final considerations, the author states that for special organizations (as part of the state administration) it could be concluded that they really operate in the field of rule of law as an order with positive properties as characterized by the Constitution, it is necessary to strictly respect the principles organization of state administration prescribed by the Law on State Administration: independence and legality; expertise, impartiality and political neutrality, effectiveness in exercising the rights of the parties, proportionality and respect for the parties; publicity of work. ; Published

Rad analizira problem neadekvatne teritorijalne reprezentacije parlamenata ‎koji se biraju putem proporcionalnog izbornog sistema sa jednom izbornom ‎jedinicom. Predmet posmatranja su predstavnička tela Srbije, Holandije i Izraela‎ sa tvrdnjama da na njihovu geografsku reprezentativnost dominantno utiču ‎faktori koji nemaju direktne veze sa izbornim pravilima, kao što su etnička‎ struktura društva i broj lista koje prelaze cenzus. Utvrđuje se da ne postoji jedinstvena ‎pravilnost koja utiče na geografski sastav parlamenta u svakoj od ovih‎ država, već se presudni faktori teritorijalne reprezentativnosti razlikuju u zavisnosti ‎od društvenog konteksta u kome izborni sistem egzistira.‎‎ ; This paper analyzes the problem of insufficient territorial representation of‎ parliaments elected through a proportional electoral system with a nationwide ‎electoral district. The subject of analysis are the representative bodies of Serbia, ‎the Netherlands, and Israel, with the claim that their geographical representativeness ‎is dominantly influenced by factors that have no direct connection ‎with election rules, such as the ethnic diversity of society and the number‎ of party lists that win seats in parliament. It is established that there is no single‎ regularity that has an equal effect on the geographical composition of the ‎parliament in each of these countries. Instead of that, the key factors of territorial‎ representation are different depending on the social context in which ‎the electoral system exists.‎

U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz prizmu različitih prepreka, problema i otežavajućih okolnosti. ; The paper deliberates positive effects of inclusive education and its potential influence on development of entire society, educational institutions and individuals. It indicates key positive changes in the society which opted for inclusive education: (a) improvement of legislation towards providing availability, fairness and equality for children and adults with disabilities in exercising their rights; (b) networking and cooperation between different social systems and institutions; (c) financial benefit gained by using the available resources provided by the regular educational institutions for education of children with disabilities. It stresses the important changes that occur inside the educational institutions due to inclusive education which, in addition to improving educational policy and mind-set in schools, include changes in curricular and extra-curricular practices. The changes in educational institutions are also deliberated from the standpoint of key participants and their benefits from inclusive education. It stresses the potential which the inclusive education, as natural environment, has in development and learning of children with disabilities and in revealing their preserved abilities. It points to importance of such environment in nurturing tolerance, respect for diversity and empathy in other children in the classroom. A special emphasis is put on the changes that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the domain of new skills and competences. The quality of implementation of inclusive education and its potential effects on development of society, educational institutions and individuals are deliberated through the prism of various obstacles, problems and difficulties. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Током последњих неколико деценија били смо сведоци интензивних промена света у коме живимо. Иза доминантне слике технолошког прогреса, с једне, и непрестаног нивелисања политичких моћи, с друге стране, промене су се одвијале и на свим друштвеним нивоима, задирући у суштину темељних поставки културе модерног света. Разградња традиционалних оквира идентитета, релативизација система вредности и снажни импулси личне слободе били су врста улазнице у постмодерно стање духа, које је, тежећи ка помирењу, заправо до крајности продубило јаз између цивилизације као хумане креације и цивилизације као система per se, који умногоме почива на негирању универзалних вредности човека. Темат Хуманистичке науке пред изазовима постдисциплинарности и тржишта замишљен је као платформа за размену искустава међу еминентим научним радницима из различитих земаља. ; Over the last couple of decades the world we live in has been going through intensive change. Behind the dominant image of technological progress on the one hand, and the continuing redistribution of political power on the other, changes have been occurring on all social levels, hitting at the heart of the basic assumptions of modern culture. The deconstruction of traditional frameworks of identity, the relativization of value systems and powerful impulses of personal freedom have served as a kind of ticket to the postmodern condition which has, while aspiring to reconcile, led to a fundamental deepening of the rift between civilization as a humane creation and civilization as a system per se which largely rests on negating the universal value of humanity. ; Тема броја: Друштвене и хуманистичке науке пред изазовима пост-дисциплинарности и тржишта / ур. Александра Павићевић / Topic of the Issue: Social Sciences and the Humanities: Facing the Challenges of Postdisciplinarity and the Market (ed. Aleksandra Pavićević)